INTRODUCTION
Rationale of the research
In today's globalized world, mastering English, particularly speaking skills, is increasingly crucial for effective communication in international relations and various life aspects Proficiency in English is a vital requirement for job applications and career advancement, especially in Vietnam, where it is essential for securing good employment The demand for English education has surged, making it the primary foreign language taught in both formal and informal settings As a lower secondary English teacher, I recognize that English has become a mandatory subject in the Vietnamese curriculum, reflecting its significance in education However, many teachers still employ traditional, test-focused methods, emphasizing vocabulary and grammar over speaking practice, which often leaves students lacking confidence in their spoken English abilities.
To succeed in learning English as a foreign language, students require guidance from teachers to develop the four essential language skills: speaking, listening, writing, and reading Among these, speaking is the skill that secondary school students often need the most support with My teaching experience has shown that building confidence in speaking English is crucial for their success Therefore, this thesis aims to explore the factors that contribute to enhancing students' speaking abilities.
Aims of the research
2 Aims and objectives of the research
2.1 Aim The overarching aim of this research is to find out ways to help students at Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English 2.2 Objectives
The above over archiving aim can be broken down into the following objectives:
finding out in the literature the factors that affect students‟ confidence in speaking a foreign language;
finding out the factors that affect Nguyen Ba Ngoc School students‟ confidence in speaking English; and
offering some techniques (activities) for students to gain confidence in speaking English so that they can improve their speaking skill.
Scope of the research
This study aims to enhance the speaking skills of ninth-grade English majors at Nguyen Ba Ngoc Lower Secondary School While numerous techniques exist for teaching effective English speaking, the research specifically concentrates on implementing "Warm-up activities, group work, and project-based activities" due to constraints in time, resources, and personal expertise The focus is on the first term of the 2013-2014 academic year.
Research questions
In order to achieve the aims and the objectives of the study, the following research questions are formulated:
1 What are the factors that affect students’ confidence when speaking a foreign language?
2 What are the factors that affect Nguyen Ba Ngoc Lower Secondary School students’ confidence in speaking English?
3 What should be done to help students at Nguyen Ba Ngoc Lower Secondary School gain confidence in speaking English?
Methodology
- Personal class observation and talks with colleagues: conducted at the beginning of the study to find out students‟ problems in speaking skill
- Textbook analysis: the analysis focuses on the speaking tasks in the textbook to see whether they are suitable and interests the students Then some adjustments could be made
- Pre-questionnaires for students (10 questions): conducted with 65 students to find out problems and their expectations
- Trying out “warm up activities, work group and project - based activities”
- Post- questionnaire for evaluation (4 questions)
Design of the study
The thesis consists of three parts as follows:
Part I: Introduction – provides the basis information such as rationale for the study, aims and objects of the study, research questions, scope of the study, methods of the study and design of the study
Part II: Development – consists of three chapters
Chapter 1 is literature review in which the theoretical background relevant to the purpose of the study is discussed
Chapter 2 is concerned with the methodology of the study in which a detailed description of how the study is conducted is provided
Chapter 3 provides a report on the data of the research
Part III: Conclusion – summarizes what has been studied Then recommendations are proposed, some limitations of the study are pointed out, and some suggestions for further study are offered.
DEVELOPMENT
The aim of this chapter is to review the literature relevant to the issues under study
1.1 Speaking skills 1.1.1 Definition of speaking and speaking skill 1.1.1.1 What is speaking?
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information, as defined by Bums & Joyce (1997) The form and meaning of spoken communication are influenced by various factors, including the context of the interaction, the participants' collective experiences, the physical environment, and the purpose of the conversation This multifaceted nature of speaking has garnered significant attention from researchers in the field of language learning methodology.
Speaking is the oral expression of language, involving the coordination of various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to produce sounds It encompasses two primary forms: informal speaking, which is commonly used among family, friends, and familiar acquaintances, and formal speaking, which is appropriate in business, academic settings, or when interacting with new individuals.
Speaking in a second language is a unique communication skill that has gained recognition as a distinct area of language teaching, learning, and testing over the past two decades Traditionally, it has not focused extensively on the production of spoken discourse In practical terms, speaking involves conveying information, expressing feelings, delivering speeches, and communicating effectively in a specified language.
Furthermore, there is also another definition of speaking which states that
“Speaking and the art of communication are a productive skill” Good speaking skill
literature review
Speaking skills
Speaking is defined as an interactive process of constructing meaning, involving the production, reception, and processing of information, as highlighted by Bums & Joyce (1997) This definition emphasizes that the form and meaning of spoken communication are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the purpose behind the conversation.
Speaking is defined as the act of delivering language through the mouth, utilizing various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to produce sounds It encompasses two primary forms: informal speaking, which is commonly used among family and friends, and formal speaking, which is appropriate in business or academic contexts and during first-time interactions.
Speaking a second language requires the development of specific communication skills, as highlighted by Nunan and Carter (2001) Historically, speaking has held a unique place in language teaching, but it has only recently gained recognition as an independent area of study in teaching, learning, and assessment This focus on spoken discourse emphasizes the importance of conveying information and expressing emotions verbally, as well as delivering speeches and communicating effectively in a designated language.
Furthermore, there is also another definition of speaking which states that
Effective speaking and communication are essential skills that involve articulating words clearly for listeners to understand Mastering these skills enhances one's ability to convey messages and engage effectively in conversations.
Brown (1994) emphasizes the close integration of speaking ability with writing, reading, and listening skills, highlighting the importance of understanding their interrelationship in language teaching This study defines speaking in second or foreign language learning as the process of constructing and conveying meaning through verbal and non-verbal symbols It involves expressing ideas, opinions, or feelings in various contexts using words or sounds, with the goals of informing, persuading, and entertaining, all of which can be developed through effective teaching methodologies.
Speaking is a complex productive skill that goes beyond mere word pronunciation It encompasses various aspects and can be categorized into three distinct speaking situations that individuals commonly encounter.
Speaking situations can be categorized into three types: interactive, partially interactive, and non-interactive Interactive scenarios, like face-to-face conversations and phone calls, allow for a dynamic exchange where participants can listen, speak, and seek clarification Partially interactive situations, such as delivering a speech to a live audience, involve a speaker who cannot be interrupted but can gauge audience understanding through non-verbal cues In contrast, non-interactive situations, like recording a radio broadcast, lack audience feedback altogether Mastering these speaking contexts requires various micro-skills essential for effective communication.
- Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them This includes making tonal distinctions
- Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said
- Use the correct forms of words This may mean, for example, changes in the tense, case, or gender
- Put words together in correct word order
- Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner
- Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses
- Make the main ideas stand out from supporting ideas or information
- Make the discourse hang together so that people can follow what you are saying
1.1.2 Difficuties in teaching and learning English speaking
Achieving proficiency in speaking a foreign language within classroom settings is challenging, even for advanced learners who may feel unprepared for real-world conversations after completing a course This struggle primarily stems from the limited speaking opportunities provided in the classroom, which contrast sharply with the diverse and abundant forms of oral communication encountered in everyday life.
Selecting appropriate spoken discourse types for language courses is challenging and often does not mirror real-life communication scenarios Common issues in language classrooms include individual learners' personalities and attitudes, which can lead to inhibition due to fear of mistakes, shyness, or criticism Additionally, students often struggle to generate ideas, articulate opinions, or provide relevant comments Uneven participation is another concern, with some learners dominating discussions Furthermore, the use of the mother tongue can be prevalent in less motivated classes, as students may find it easier to express themselves in their native language (Ur 1995: 121).
Language classrooms experience diverse challenges regardless of students' proficiency levels or group sizes, as observed by many teachers Each learner brings their unique personality and prior experiences—both positive and negative—into the learning environment This individual aspect is especially evident in older, advanced learners who possess a clear understanding of their challenges, an accurate evaluation of their existing skills, and well-defined learning needs.
(https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1680/1/Aleksandrzak.pdf )
English serves as a vital international language for global communication, making its study essential However, learning English as a foreign language presents challenges, highlighting the importance of teaching it from the elementary level English language skills are interconnected, comprising four essential components that should be taught in an integrated manner During the teaching and learning process, various challenges may arise in each skill, necessitating focused attention to address and resolve these issues effectively.
Non-linguistic challenges in learning English include limited resources, insufficient practice time, infrequent study sessions, lack of conversation partners, minimal opportunities to speak with native speakers, feelings of shame, and the absence of a regular practice habit To address these issues, learners can seek help from friends or teachers, utilize dictionaries, engage in practice with partners, review lessons at home, and actively participate in speaking activities.
In speaking class, according to Brun & Joyce (1997), students must be exposed to three key items:
Form-focused instruction emphasizes the importance of pronunciation, grammar, and vocabulary when learning a new language To effectively begin speaking, learners should rely on memorized phrases and sentences, such as greetings, personal descriptions, and basic questions and answers As their proficiency grows, these memorized elements can be re-analyzed and integrated into their overall understanding of the language, paving the way for more creative and flexible language use.
Meaning-focused instruction emphasizes the importance of creating meaningful spoken messages for real communicative purposes Language learners should not only engage in form-focused speaking but also have ample opportunities to practice and utilize meaning-focused communication This approach requires them to actively produce and listen to meaningful oral interactions, enhancing their overall language proficiency.
Achieving fluency in speaking is a primary goal for many language learners Key indicators of fluency include a relatively quick speaking pace and minimal pauses, suggesting that the speaker can effortlessly access the necessary vocabulary to convey their message effectively.
The importance of students‟ confidence in language learning
a few of the other more confident members
Students‟ confidence in language learning, especially speaking, is one of the main factors to drive or to inspire students to reach their goals
1.1.6 Main factors affecting students’ English speaking
* Psychological factor 1.1.6.1 Fear of Mistake
Robby (2010) highlights that the fear of making mistakes significantly impacts students' willingness to speak English in the classroom This anxiety is often tied to concerns about correction and negative evaluation, as well as the fear of ridicule from peers or criticism from teachers Consequently, many students withdraw from speaking activities To foster a more supportive learning environment, it is crucial for teachers to reassure students that mistakes are a natural part of the learning process and provide valuable opportunities for growth.
Shyness is a common emotional challenge faced by many students during English class, particularly when required to speak, which can hinder their learning and speaking performance (Gebhard, 2000) Baldwin (2011) notes that public speaking is a prevalent fear among students, often causing their minds to go blank and impairing their ability to articulate thoughts Research supports this, revealing that many students struggle to perform optimally due to feelings of shyness, highlighting its significant impact on their speaking abilities.
Anxiety, as described by Horwitz et al (cited in Nascente, 2001), is characterized by feelings of tension, apprehension, and nervousness that arise in the context of learning a foreign language Nascente emphasizes that anxiety, among various affective variables, is a significant barrier to successful language acquisition.
Anxiety significantly impacts language learning among students, making it a crucial factor to consider in educational settings Research by Horwitz (1991) highlights that language-related anxiety can hinder students' performance, particularly affecting their oral language production and perceived fluency Consequently, educators should strive to foster a supportive learning environment that alleviates anxiety, allowing students to engage more comfortably in language activities.
Students often experience a lack of confidence in communication when they feel misunderstood or struggle to understand others This hesitation leads them to remain silent, indicating their communication apprehension, as noted by Nunan (1999) Consequently, fostering students' confidence becomes a crucial focus for educators Teachers must draw from both theoretical knowledge and practical experience to effectively build this confidence Creating a supportive environment where learners are encouraged to speak English and receive positive reinforcement for their efforts is essential for enhancing their communication skills.
Motivation plays a crucial role in influencing students' willingness to speak English, as highlighted by Nunan (1999) Understanding the impact of motivation is essential for assessing learners' readiness to engage in communication.
Motivation is a crucial inner energy that significantly enhances learners' interest in their studies Research indicates that students with strong motivation are more likely to persist in their learning and achieve higher scores compared to those with weaker motivation Therefore, it is essential for teachers to prioritize building students' motivation to learn.
Building a strong vocabulary is crucial for students learning English as a foreign language Mastery of words enhances communication skills, enabling effective speaking, writing, and translation Without a solid understanding of vocabulary, learners may struggle to express themselves or comprehend English effectively.
Non-native English speakers often struggle with pronunciation, which can result in misunderstandings and more serious issues To enhance clarity and communication, it is essential to dedicate time to learning and practicing pronunciation skills.
Everyone has an accent that often reveals their geographical origins Accents can create communication barriers, prompting many individuals to attempt to modify their speech However, it is important to note that completely eliminating an accent is challenging; instead, people can only slightly adjust their accent through dedicated practice and imitation of another accent.
THE METHODOLOGY
Context of the study
The study was conducted at Nguyen Ba Ngoc Lower Secondary School, where I have been employed for approximately six years, providing a comprehensive context for the research.
2.2 An overwiew of teaching and learning English at Nguyen Ba Ngoc Lower Secondary School
Nguyen Ba Ngoc Lower Secondary School, established in 1977, initially taught French as the foreign language for over 22 years However, due to its declining popularity and necessity for students, French was replaced by English in 2009, marking a significant shift in the school's language curriculum Despite this change, French remains an interesting language Currently, the school is experiencing rapid development, with leadership focused on recruiting well-qualified teachers and fostering a positive learning environment for both educators and students.
English language teaching at Nguyen Ba Ngoc Lower Secondary School is undertaken by the English Department‟s of 11 teachers whose age range from 25 to
51 They graduated from Hai Phong University Most of them are enthusiastic and experienced teachers They love both their job and their students Most of teachers have at least five years of teaching experience with great enthusiasm and interest in their work
The school has 1,016 students across 31 classes, including 233 ninth graders in 7 classes, who are eager to learn English While many students demonstrate strong comprehension of English through listening exercises, they often struggle with speaking due to limited opportunities for practice and fear of making mistakes The newness of speaking English contributes to their confusion, particularly when trying to keep up with the speed of native speakers in recordings Additionally, large class sizes and noisy environments hinder teachers' ability to facilitate more speaking activities effectively.
2.5 English learning and teaching condition
Nguyen Ba Ngoc Lower Secondary School, located in Le Chan District, Hai Phong City, features five spacious blocks equipped with modern technology The classrooms are designed to accommodate students comfortably, with appropriately sized tables and chairs Each room is also enhanced with a projector to facilitate effective teaching and learning.
Students consistently work hard and put significant effort into their studies However, English is not a mandatory subject for high school entrance, leading to lower motivation compared to subjects like Math and Literature.
Many students dedicate significant time to studying Math and Literature, often viewing English as a secondary subject Consequently, teachers are actively seeking effective methods and techniques to enhance English instruction, aiming to help students recognize its importance and foster a love for the subject, ultimately boosting their motivation to learn.
Tiếng Anh 9 is an innovative textbook designed to enhance students' English speaking skills by integrating listening, reading, and writing activities Each lesson features engaging and diverse content, encompassing a total of 10 units to facilitate comprehensive language learning.
60 periods Each unit consists of the following parts:
- Getting started and Listen and read
The research involved 65 ninth-grade students, aged 15-16, and four teachers from Nguyen Ba Ngoc Lower Secondary School Conducted at the start of the 2013-2014 academic year, the study took place at Nguyen Ba Ngoc Lower Secondary School.
2.7.1 Data collecting instruments 2.7.1.1 Talks with colleagues and personal class observation
At the outset of my research, I engaged in discussions with colleagues to pinpoint the challenges students face in developing their speaking skills These conversations also explored students' overall interest in learning English, with a specific focus on speaking, from the teachers' perspective We addressed the difficulties encountered in mastering speaking skills and proposed potential solutions for improvement (For more details, see Appendix 1, 2, 3.)
In the first semester, I dedicated 45 minutes to teaching speaking skills in my class to uncover the key factors contributing to my students' challenges in this area.
2.7.2 Pre-questionnaire table for students (10 questions) Questionnaires for students were made and conducted to find out the problems, difficulties which the students have to cope with in learning English And also understand their hope and expectation Basing on these things teacher makes plan of next step (see Appendix 4)
The Post-trying out questionnaire aims to assess students' speaking skills through various activities, including warm-up exercises, group work, and project-based tasks This evaluation allows teachers to determine the effectiveness of these methods in enhancing student performance and contributes to the overall research findings.
2.8 The research procedure Action research
The research is carried out and developed during 9 weeks from week 5 to week
In a study conducted during the second semester, 65 students participated from start to finish Data was collected at both the pre-action and action stages, following the action research cycle proposed by Gerald Susman in 1983.
The action research consisted of five main stages: diagnosing, action planning, taking action, evaluating, specifying learning
- Personal class observation and talks with the colleagues were made to identify problems and causes of the problems:
* The students‟ lack of confidence due to many factors is also important problem that effect students‟ learning competence
Identifying difficulties in language learning can be straightforward, but some challenges require deeper investigation This brings us to the critical research question: "What factors influence students' confidence in speaking a foreign language?"
In order to identify the problem, I conducted some talks with two colleagues and personal class observation about teaching English especially English speaking skill Some problems are listed:
- Some students were willing to speak any thing that their teacher asked
- Many students were shy to speak
- Some students were shivering and gabbling, they stood up without saying full sentence
- Few students didn‟t pay attention to the lesson, they made noise, did what they like
- In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”
- Now I have exactly answers from the students‟ survey questionnaires The most important factors that affecting students‟ confidence in speaking are:
* Do not often practice speaking
* Being corrected mistakes right after they are made
* Being asked to speak without preparation
*Activities of speaking lessons in the text book aren’t interesting and attractive enough
Research procedure
The research is carried out and developed during 9 weeks from week 5 to week
In the second semester, a study involving 65 students was conducted from start to finish, with data collected at both the pre-action and action stages The research utilized the action research cycle proposed by Gerald Susman in 1983.
The action research consisted of five main stages: diagnosing, action planning, taking action, evaluating, specifying learning
- Personal class observation and talks with the colleagues were made to identify problems and causes of the problems:
* The students‟ lack of confidence due to many factors is also important problem that effect students‟ learning competence
Identifying challenges in language learning is crucial, as some difficulties are apparent while others require deeper investigation This brings us to the key research question: "What factors influence students' confidence when speaking a foreign language?"
In order to identify the problem, I conducted some talks with two colleagues and personal class observation about teaching English especially English speaking skill Some problems are listed:
- Some students were willing to speak any thing that their teacher asked
- Many students were shy to speak
- Some students were shivering and gabbling, they stood up without saying full sentence
- Few students didn‟t pay attention to the lesson, they made noise, did what they like
- In order to consolidate my conclusion, after one week I continued to survey
10 questionnaires for my students to get the certain information for the third research question, “What are the factors that affect Nguyen Ba Ngoc Lower
Secondary School students’ confidence in speaking English?”
- Now I have exactly answers from the students‟ survey questionnaires The most important factors that affecting students‟ confidence in speaking are:
* Do not often practice speaking
* Being corrected mistakes right after they are made
* Being asked to speak without preparation
*Activities of speaking lessons in the text book aren’t interesting and attractive enough
To enhance students' speaking skills at Nguyen Ba Ngoc Lower Secondary School, it is essential to address the common challenges they face, such as lack of confidence stemming from ineffective correction methods by teachers, insufficient speaking practice, and monotonous textbook tasks Based on data analysis, implementing warm-up activities, group work, and project-based tasks could significantly boost students' confidence and improve their speaking abilities Therefore, the key measures to support students in gaining confidence in speaking English include engaging warm-up exercises, collaborative group activities, and hands-on projects.
After thorough preparation, the main activities commence with three lessons, each lasting 45 minutes These sessions focus on examining the impact of warm-up activities, group work, and project-based learning on enhancing students' speaking skills.
After three lessons students are asked to evaluate through 4 post - questionnaires to measure students‟ improvement
The collected and analyzed data demonstrate the improvement in students' speaking skills during lessons that incorporated warm-up activities, group work, and project-based tasks This analysis addresses the fourth research question regarding effective strategies to support students at Nguyen Ba Ngoc Lower School.
Secondary School gain confidence in speaking English ?”
Moreover, it is also to indicate what I have learned and experienced from these questions
Based on data analysis results, key syntactical patterns were identified The impact of incorporating warm-up activities, collaborative workgroups, and project-based learning is highlighted, along with recommendations for future research.
Summary
This chapter outlines the study's context, including participant details, textbook analysis, data collection instruments, and the methodology employed In Chapter 3, the analysis of the data and the study's findings will be presented.
DATA ANALYSIS AND FINDINGS
Diagnosing data
3.1.1 Analysis of the text book
Tiếng Anh 9 is a widely used English textbook for Vietnamese lower secondary schools, featuring ten engaging units that cover relatable topics such as clothing, trips to the countryside, media, and celebrations These familiar subjects are designed to capture students' interest, while some units introduce more challenging themes like the environment, natural disasters, and life on other planets Additionally, the textbook emphasizes the importance of speaking tasks, ensuring they are diverse, clear, and easy for students to complete.
3.1.2 Analysis of talks with colleagues
Many colleagues agree that students face significant challenges in developing their speaking skills, primarily due to a lack of practice Instead of focusing on speaking, students often concentrate on grammar and structures in preparation for exams This limited practice leads to a fear of making mistakes, which is exacerbated by teachers' correction methods As a result, students may choose to remain silent to avoid feeling embarrassed or ridiculed by their peers.
“ Too many factors! Students‟ low level and lack of confidence because of not practice very often, they only focus on grammar and structuers for their tests
My colleagues find the textbook topics engaging and relatable; however, they feel that the speaking tasks can be challenging if they are not diverse and simplified.
“ Make it more interesting or let students prepare carefully at home before speaking because students can‟t speak without preparation.”
To enhance students' speaking abilities and boost their confidence, educators can focus on modifying activities and techniques within the constraints of a 45-minute lesson, fixed course book, and established syllabus By implementing engaging and effective strategies, teachers can create a more conducive learning environment that facilitates understanding and practice, ultimately fostering improved communication skills among students.
In our structured 45-minute periods, we are unable to alter the duration, textbooks, or other fundamental elements Instead, we focus on enhancing the learning experience by varying activities and employing more engaging techniques.
( From talks 3, Appendix 3) After talking with my colleagues I consolidate my diagnosis I found out students‟ difficulty in speaking and planted to help them
After 45 minutes teaching speaking at the first period of two ninth graders I really understood that my students had some problems of speaking
I arrived early to class and introduced myself to my students, asking them about their summer vacation, travel experiences, previous semester learnings, and their thoughts on their English speaking skills I encouraged them to set learning goals with an emphasis on speaking However, the atmosphere was somewhat dull, and only a few students engaged with my questions.
After that I talked to my students “Our topic today is to talk about your working day”
After providing my students with questions, suggestions, and reminders, I prepared for a 15-minute session to listen to them While some students enthusiastically shared details about their workdays and engaged positively, others were distracted, noisy, and indifferent Many students avoided eye contact when I addressed them, appearing embarrassed and shy, struggling to articulate complete sentences and often making mistakes.
Finally, my period finished rather quiet and boring I left my class without any impression
After 45 minutes teaching speaking in my first class, I finally found that almost my students had problems in speaking, they aren‟t confident enough to speak English before the class
This study utilizes questionnaires as a key data collection tool to gather insights into the English speaking skills of first-year English majors at Nguyen Ba Ngoc Lower Secondary School The primary objective is to investigate students' confidence levels and to enhance their self-assurance in speaking English.
In my research on students' confidence in speaking, I aim to understand their self-perceptions and thoughts By gaining insights into how students feel about themselves, I can gather accurate information and provide tailored solutions to support their development.
Question 1 and 2 were raised to point out students‟ evaluation on their confidence on speaking skill How they felt and what they thought were also made Not every student learns speaking English well because of their problem with it
Understanding how students perceive teaching methods can provide valuable insights for educators Specifically, exploring the impact of these methods on student confidence is crucial By gaining this information, teachers can enhance their approaches and foster a more supportive learning environment.
Questions 4 is concerned with study about the content in the textbook and English speaking lesson in the class time These can bring more specific information and help the author have a better look into students‟ ideas on English speaking lessons as well as their frequency of speaking English
Question 5 is attempting to measure the students‟ frequency of speaking English in class time in order to show that the students are interested in practicing speaking in the class or not
Question 6 is about how students‟ self study at home
Question 7 attempts to find out what can interest students in speaking so that I can understand their thought, and their expectation and finally can find the suitable ways to help them to speak confidently
Question 8 is about some techniques used in teaching and learning speaking English
Question 9 is about the students‟ opinions on the current teaching method and their expectations which can help teachers to satisfy their students‟ requirements and make them love speaking English more as well as enhance students‟ English speaking skill
Question 10 explores how students feel about improving their confidence in speaking English through warm up activities, work group and project- based activities
CONCLUSION
Recapitulation
Developing speaking skills is crucial for effective communication, and this study aims to address the challenges faced by students at Nguyen Ba Ngoc Lower Secondary School in speaking English By exploring factors that affect students' confidence in speaking a foreign language, the research identifies a lack of confidence as a major hindrance to students' speaking ability To overcome this, the study suggests incorporating warm-up activities, pair work, group work, and project-based activities as effective techniques to boost confidence in speaking English The findings, supported by student responses to questionnaires, demonstrate the positive impact of these techniques on students' confidence in speaking English, indicating that with sufficient practice and organized speaking activities, students can develop the confidence to speak English fluently.
Conclusions
Warm-up activities, group work, and project-based tasks are well-known techniques that significantly enhance students' confidence in speaking English and foster the development of their speaking abilities.
Students often struggle with low confidence and shyness, which can significantly impact their learning experience Implementing targeted techniques can help these students overcome anxiety and build self-assurance, ultimately enhancing their overall academic performance.
Warm-up activities, group work, and project-based tasks enhance students' speaking skills by providing ample opportunities for practice, both in school and at home Engaging in group discussions about topics of interest fosters personal development and encourages effective communication among peers.
Participating in lessons boosts students' excitement and confidence, leading to increased motivation and making speaking lessons more engaging and enjoyable.
Recommendations
To enhance students' speaking skills in English, implementing warm-up activities, group work, and topic-based exercises is essential These strategies foster a more engaging learning environment, enabling students to practice and improve their verbal communication effectively By incorporating these methods, educators can significantly boost students' confidence and proficiency in speaking English.
The teacher should understand their students‟ speaking levels, their needs thoroughly as well as their difficulties in learning
Teachers must meticulously prepare lesson plans after implementing strategies for students It is essential for educators to create appropriate activities tailored to each technique, enabling students to execute them effectively and with confidence.
Limitations and suggestions for further study
Although the study has some achievements, it still has limitations
This study, conducted on a small scale during the first semester, focused solely on the speaking skill, revealing challenges such as some students' inability to cooperate with peers during presentations or adapt to group dynamics Addressing these issues is essential for future research to enhance collaborative learning experiences.
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[Online]Available:http://www.ehow.com/how_7852354_overcome-shyness- during-oral-presentation.html (February 17, 2011)
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Sydney: National Center for English Language Teaching and Research
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15 http://wiki.answers.com/Q/What_is_the_definition_of_speaking_skills
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17 http://www.englishclub.com/speaking/what-is-speaking.htm
18 http://www.englishclub.com/speaking/what-is-speaking.htm
19 http://www.researchgate.net 20.https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1680/1/Aleksandrzak.pdf
21 http://oxforddictionaries.com/definition/english/technique 22.http://www.globaledu.com.vn/Thong-Tin-Chi-Tiet/2353/Lam-gi-khi-hoc-vien- ngai-noi-tieng-Anh-trong-lop
Appendix 1: TALKS TO THE COLLEAGUE TALK 1:
R: Hi ! How is every thing ? C: Great ! The first has come and we have many things to do this term R: Yes, many things needs preparing
C:That „s it Oh, you are writting your minor thesis, aren‟t you?
R: Yes , just the starting C: What is your thesis about?
R: About speaking, improve speaking skills By the way, do you think that learning speaking skills is difficult for students at our school
C: Certainly! I think it is the most important and difficult of the four skills R: Yes, I think so So in your opinion, why it is difficult to learn speakings C: Too many factors! Students‟low level and lack of confidence because of not practice very often, they only focus on grammar and structuers for their tests R: I see But how to show this problem,in your opinion?
C: Some of them are changeable but some other are out of our ability We only have 45 minutes in each period, and the speaking tasks in the lesson sometimes are not interesting enough We should pay much attention to students‟participation by designing the tasks which are suitable and easy for them to do
R: That is a good idea, thank you so much Good bye See you again C: Good bye See you soon
R: Hi, Nhung You seem happy today!
C: Oh, thanks! How are you?
R: I am so busy for my thesis
C: Oh! How is your thesis?
R: Umm I am just at the starting point
C: I know, it takes lots of time to carry out the research, your thesis is about speaking ,isn‟t it?
R: Yes, It is really difficult because I don‟t find out the good solution
C: I see, it is not easy, our students don‟t really enjoy speaking lesson because of some reasons
R: Can you tell me about it?
C: The topics in our text book aren‟t strange however they are not so interesting enough to speak
R: Yes, but how can we change this?
C: Make it more interesting, let them prepare at home before speaking in the class because students can‟t speak without preparation
R: Yes, I know, thank you so much, bye
R: Hi! Do you have time to talk with me for a while?
C: Of couse R: Thanks, I am searching ideas for my thesis, it is sbout improving students‟confidence in speaking English
C: You have found good solutions, haven‟t you?
R: I have thought of some solutions, Can you suggest me some thing?
In each 45-minute class period, we are unable to modify the duration, textbook, or other resources; instead, we focus on enhancing the learning experience by varying activities and employing more engaging techniques.
R: I intend to apply some techniques and some activities like warm up,work group and project- based activities
C: it sounds good, these techniques are familiar but how to apply them sucessfully R: I know, it is difficult, but firstly I want to make my students feel more confidence when they take part in these activities, good students will help their friends and I hope every thing will be ok
Appendix 4: PRE- QUESTIONNAIRE FOR STUDENTS
Chào các em, cô đang tiến hành bảng câu hỏi điều tra nhằm thu thập dữ liệu cho đề tài “Nghiên cứu hành động nhằm nâng cao khả năng tự tin trong môn tiếng Anh của học sinh lớp 9 tại trường Trung học cơ sở Nguyễn Bá Ngọc.”
Các em sẽ khoanh câu trả lời cho từng câu hỏi d-ới đây hoặc viết câu trả lời Cô rất cảm ơn sự tham gia của các em
Câu hỏi 1: Trong khi nói tiếng anh các em có sợ, lúng túng không ? a Rất lo lắng sợ sệt b Khá lo sợ c Hơi lo sợ d Không
Khi nói tiếng Anh, nhiều người cảm thấy thiếu tự tin do một số lý do như thiếu từ vựng, phát âm không chính xác, không biết nói gì, sợ mắc lỗi và không thực hành nói thường xuyên Những yếu tố này ảnh hưởng đến khả năng giao tiếp và sự tự tin của người học.
Khi mắc lỗi, giáo viên thường có nhiều cách để chữa sai cho học sinh Một số giáo viên sẽ ngắt lời và sửa lỗi ngay lập tức, trong khi những người khác có thể cho học sinh ngồi xuống và gọi bạn khác chữa Đôi khi, giáo viên cũng phê bình học sinh trước lớp hoặc yêu cầu học sinh phát biểu khi chưa có sự chuẩn bị.
Trong sách giáo khoa lớp 9, nội dung tiếng Anh được đánh giá đa dạng với nhiều ý kiến khác nhau Một số học sinh cảm thấy nó quá khó khăn, trong khi những người khác lại cho rằng nó quá dễ Bên cạnh đó, cũng có những ý kiến cho rằng các tiết học tiếng Anh rất thú vị, nhưng không ít học sinh lại thấy chúng nhàm chán Tóm lại, cảm nhận về nội dung học tiếng Anh ở lớp 9 có thể được coi là bình thường, tùy thuộc vào từng cá nhân.
Trong giờ học nói tiếng Anh, em thường xuyên chăm chỉ luyện tập, với các mức độ từ "luôn luôn" đến "không bao giờ" Em cũng tự học tiếng Anh ở nhà với tần suất tương tự Điều làm em hứng thú nhất khi học nói tiếng Anh là chủ đề nói hấp dẫn, hoạt động nói thú vị, và phương pháp dạy tốt.
Câu hỏi 8: Trong những giờ học nói tiếng Anh của em có thường xuyên thực hiện những hoạt động sau hay không?
Có nhiều cách để tương tác và học hỏi cùng bạn bè, bao gồm làm việc nhóm, đóng kịch, chơi trò chơi, và thảo luận tự do để tìm ra giải pháp Bên cạnh đó, việc hoàn thành hội thoại, tạo dựng câu nói, và thực hiện các câu hỏi và trả lời cũng rất quan trọng Mô tả tranh và thảo luận theo chủ đề giúp củng cố kiến thức, trong khi học trực quan qua hình ảnh và phim ảnh tạo ra trải nghiệm học tập sinh động hơn.
Câu hỏi 9 Em thấy thích thú những hoạt động ở trên như thế nào?
Rất thích Thích Bình thường
Ghét là một phương pháp học tập hiệu quả, bao gồm nhiều hoạt động như làm việc theo cặp hoặc nhóm, đóng kịch, chơi trò chơi và thảo luận tự do để tìm ra giải pháp Học viên có thể hoàn thành hội thoại, tạo dựng câu nói, cũng như hỏi và trả lời câu hỏi Bên cạnh đó, việc mô tả tranh và thảo luận theo chủ đề cũng góp phần nâng cao khả năng giao tiếp Cuối cùng, học trực quan thông qua tranh ảnh và phim ảnh là một cách học thú vị và hấp dẫn.
Cõu hỏi 10 Em có thích việc học nói có sử dụng các hoạt động khởi động, làm việc theo nhóm và học theo dự ỏn hay không? a Cã b Không
Appendix 6: PRE- QUESTIONNAIRE FOR STUDENTS
This survey questionnaire is designed for my thesis: “An action research on methods to improve students‟ confidence in speaking English in Nguyen Ba Ngoc Lower Secondary School”
Your assistance completing this survey questionnaire is highly appreciated
Please circle the most appropriate options according to you or write the answer where necessary
Many English speakers experience varying levels of anxiety when communicating in the language, with responses ranging from very anxious to not anxious at all A lack of confidence often stems from issues such as insufficient vocabulary, incorrect pronunciation, fear of making mistakes, or infrequent speaking practice Additionally, the way teachers correct mistakes can impact learners' confidence; methods include immediate interruptions for corrections, allowing peers to correct, public criticism, or unprepared questioning.
Question 4: How do you think about the speaking contents in the text book and
English speaking lessons? a Very interesting b Interesting c Normal d Not very interesting e Boring
Question 5: How often do you speak English in English class time? a Always b Usually c Sometimes d Rarely e Never
Question 6: How often do you self study at home after school? a Always b Usually c Sometimes d Rarely e Never
Question 7: What makes you interested in learning English speaking skill best? a Interesting topics b Exciting activities c Good teaching methods e Other: ………
Question 8: In speaking lesson, which of the following activities do you often practice ? Yes No a Pair work and group work b Role play d Games e Free discussion and problem solving f Completing dialogue practice g Making up sentences orally h Question and answer exchanges i Picture description k Topic based discussion l Visual aids (pictures, maps, music, handouts)
Question 9 How do you like these techniques?
Question 10 Do you like speaking English through warm up activities, work group and topics - based activities? a.Yes b.No
Engaging in various interactive activities enhances learning and collaboration in the classroom Effective methods include pair and group work, role-playing, and playing games, which foster teamwork and communication skills Free discussions and problem-solving sessions encourage critical thinking, while completing dialogue practices and making up sentences orally promote language fluency Question and answer exchanges stimulate curiosity, and picture descriptions aid in visual learning Topic-based discussions allow for in-depth exploration of subjects, and the use of visual aids such as pictures, maps, music, and handouts enriches the educational experience.
Appendix 7: POST- QUESTIONNAIRE FOR STUDENTS